Het Verband tussen de Kwaliteit van VVE en Taalvaardigheid in de vroege Kindertijd: de Rol van Sociaaleconomische Status van Ouders

Abstract

Early childhood is a critical period for developing language skills. Young children with insufficient language stimulation at home can therefore attend early childhood education programs. This aims to reduce the language deficiencies of the children. The current study investigated whether the educational quality of early childhood services is related to language skills in early childhood. In addition, it was examined whether the socio-economic status of parents influences this relationship. The participants were 113 children aged two to four years who attended a preschool or daycare center, their parents and the teachers. The educational quality of early childhood services was expected to be a predictor of language proficiency. In addition, the socio-economic status of parents was expected to influence this association. The results of the current study show that there is no significant relationship between educational quality and language skills. The results also show that no significant interaction effect was found for socio-economic status, which means that the socio-economic status of parents does not influence the association. Finally, suggestions for further research are discussed.